Students have vast amounts of information to draw upon that can inform their thinking and actions in relation to their education and chosen discipline. However, not all of this information is authoritative and much of what we know today will quickly become obsolete in the future. It is therefore essential, that students are well prepared for a future that is relatively unknown to them and their teachers (Boud&Falchikov, 2006; Kek&Huijser, 2011). Students need to be able to select information that is credible, critically reflect upon it and be able to apply it to their own personal, educational or discipline contexts. This is necessary to developing graduates who are well prepared for future practice. In recognition of this need, academics increasingly require students, through the use of reflective journals or similar, to demonstrate evidence of their critical reflection. However, this skill is often expected but not necessarily taught. If universities expect their graduates to be critically reflective, it is necessary for academics to make reflective practice explicit by modelling it, teaching it and assessing it. This paper will present the experiences of the author in developing the reflective practice skills of students through the application of reflective practice models to teaching and ensuring that students recognise the importance and characteristics of being reflective (Larkin &Pépin, 2013). Today’s workplaces are rapidly changing and complex; the problems that arise don’t have clear solutions. We want our students to approach learning as a life-long journey and one that is also evidence-based. The corner stone of these two important attributes is critical reflection.